Course Profile Manufacturing Technology, Grade 11, Workplace Preparation, Catholic and Public

Unit 1: Project Management

Time: 20 hours

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4 | Activity 1.5

Unit Description

In this unit, students develop problem-solving skills and knowledge of project management as they relate to Manufacturing Technology. Students are introduced to product research, product design, blueprint reading, material selection, process planning, production scheduling, and cost analysis. Using the design process and engineering standards, students demonstrate their knowledge of the concepts required to design, plan, and prepare a product idea for production. The skills and knowledge acquired in this unit are then applied to other projects in the units that follow.

Technology, when placed at the service of God’s people, is to be developed for the benefit of all. Students develop an appreciation of the importance of decision-making based on Gospel values. Emphasis is placed on giving students a general understanding of Manufacturing and how our Catholic faith influences moral decision-making. The designers and planners of the future must create, adapt, and evaluate new ideas in light of the common good with consideration of the impact to the socio-economic well-being of the region, province, and nation.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Focus
1.1: Gathering Information	120 min	TFV.01, TFV.02, SPV.03, ICV.01 TF1.01, TF1.02, TF2.05, IC1.02 CGE2b, CGE2c, CGE4f, CGE4g, CGE5e	Knowledge/ Understanding Application Communication	Manufacturing Systems Design Process Product Research Group Dynamics Research Techniques
1.2: Developing Engineering Drawings and Blueprint Reading	780 min	TFV.01, SPV.04 TF1.02, SP1.01, SP1.02, SP1.04, SP2.01, SP2.06, SP4.02, SP4.03, SP4.05, SP5.01 CGE2b, CGE2c, CGE3b, CGE4f, CHG5h	Thinking/ Inquiry Application Communication	Brainstorming Sketch Development Engineering Graphics Presentation Drawings Blueprint Reading Working Drawings Assembly Drawing Bills of Material
1.3: Material Selection	120 min	TFV.01, TFV.02, ICV.01 TF2.01, TF2.02, TF2.05, TF2.07, SP2.03, IC1.01 CGE2a, CGE2b, CGE3f, CGE7i, CGE7j	Thinking/ Inquiry Communication	Material Properties Material Selection Environmental Impact
1.4: Planning Production	120 min	TFV.01, SPV.02, ICV.01 TF1.02, SP1.04, SP3.01, SP3.02, SP3.03, SP4.01 CGE4f, CGE2b, CGE2c	Thinking/ Inquiry Application Communication	Control Systems Process Control Charts Production Flow Charts Operation Sheets
1.5: Cost Analysis	60 min	SPV.05 SP4.04, SP5.01, SP5.03 CGE 1d, CGE2c, CGE4f, CGE4g, CGE5e	Knowledge/ Understanding Application Communication	Product Cost Analysis

Activity 1.1: Gathering Information

Time: 120 minutes

Description

In this activity, students learn how to use a variety of media resources and research techniques to explore manufacturing processes and project ideas in preparation for subsequent activities. Emphasis is placed on requirements to fabricate an environmentally-friendly project (e.g., wakeboard, conveyor system, and robot). Guided by the Catholic faith tradition, they consider and discuss how the project benefits the environment and contributes to the common good of others in a positive manner.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly with sensitivity to others;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE4g - examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE5e - respect the rights, responsibilities, and contribution of self and others.

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

TFV.02 - identify the physical and mechanical characteristics of the materials and processes required to produce a product or process;

SPV.03 - identify and choose the most appropriate power and control systems to develop a product;

ICV.01 - explain the environmental impact of using particular materials and processes when making products.

Specific Expectations

TF1.01 - explain how a human need or want can be met through a new or improved product

TF1.02 - apply the following steps of the design process to solve a variety of manufacturing technology challenges or problems:

- identify what has to be accomplished (the problem);

- gather and record information, and establish a plan of procedures;

TF2.05 - identify factors that affect material selection;

IC1.02 - explain the benefits of using environmentally friendly products in the workplace.

Planning Notes

· In preparation for this activity the teacher will have an understanding of the various roles and activities associated with the construction of the product.

· To enable the students to research effectively, prepare a list of websites that students can easily access. Be sure to have the school and board policies on Internet use ready for discussion.

· Check websites prior to beginning the activity and emphasize the school policies and ethical use of the Internet.

· Provide sample copies of plans and sketches of the product.

· The activity assignment sheet will inform students of the requirements of the final product. Discuss copyright laws and review any data, text, or images that students may wish to copy and/or print.

As a supplemental activity, the teacher may arrange for a guest speaker(s).

Prior Knowledge & Skills

The student should have:

· group working skills (cooperative learning techniques and an understanding of personal responsibilities assigned by group);

· Internet researching skills;

· keyboarding skills (some knowledge of word-processing software, presentation software, and the Internet is an asset).

Teaching/Learning Strategies

The teacher should:

· lead a round table discussion of Catholic values related to product development and production (e.g., stewardship, human potential, socio-economic responsibilities, ethics, etc.);

· convey the information through a variety of strategies such as whole group, brainstorming, and jigsaw, while using a guided practice technique followed by an opportunity for independent practice;

· review group dynamics and group process (see Appendix J of the Grade 10 Manufacturing Technology [Catholic] profile);

· review and discuss the design process (SPICE model, see Appendix G of the Grade 10 Manufacturing Technology [Catholic] profile);

· discuss manufacturing processes and introduce key terms (e.g., raw materials, research and development, design engineering, prototyping, high volume vs. low volume production);

· review and discuss the role of project research and how it affects the final fabrication of a project, its effect on the environment, and society as a whole keeping in mind our Christian responsibilities;

· discuss various search techniques;

· give guidance for students to make critical examination of Internet content and to use this research tool ethically with regard to Christian morals;

· demonstrate potential avenues to follow to enable all groups to obtain information relevant to their investigation;

· arrange for students to experience a guest speaker(s) and/or a manufacturing facility tour;

· provide access to various forms of media and technology;

· encourage students to reflect upon their research and its relationship to everyday life and how it benefits society keeping in mind our Christian responsibilities.

Students should:

· provide a summary of their research detailing production activities, material requirements, and how these impact on the human condition;

· form teams of two or three;

· assign each team member a role (e.g., note taker) and demonstrate respect for the responsibilities and contributions of self and others;

· examine and reflect, through a journal entry, on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.

Assessment & Evaluation of Student Achievement

Strategies include Personal Communication, Observation, Performance Assessment, and Reflection and are assessed in reference to Appendix 1.1.1 (Career Research) of the Grade 10 Manufacturing Technology [Catholic] profile.

Application

· Each team submits a two-page word-processed summary of their research, which will be used in their project proposal, detailing websites and other media used, project to be constructed, material requirements, and fabrication duties. A rubric may be used to evaluate the report.

Knowledge/Understanding

· Student’s initiative, Christian leadership, participation in a group, and the ability to discuss the associated Catholic values are assessed. An oral presentation rubric or checklist may be used to assess achievement levels.

· Teams explain and demonstrate their research technique to the instructor.

Communication

· Reflections: Students self-assess their experiences through a reflective journal entry. The journal entries are evaluated through a rubric evaluation format (Appendix B of the Grade 10 Manufacturing Technology [Catholic] profile).

Accommodations

· Provide peer mentors, 1:1 assistance, varied skill groups, and computer assistance.

· Allow the finished summary sheet to be presented in a variety of formats; accept oral contributions or point form rather than essay where language is an issue.

· Allow tape-recorded summary, if necessary.

· Allow extra time.

· Provide a sample report to show what is expected as end result.

· Provide support either verbally and/or with hard copy to ensure students have understanding of group process and research skills.

· Review the activity assignment sheet, as appropriate, and monitor progress.

Resources

Science text/encyclopedia (print and software e.g., Encarta)

Local company

Grade 10 Manufacturing Technology Profile

Websites

Renewable Resource Data Centre – http://rredc.nrel.gov/

Activity 1.2: Developing Engineering Drawings and Blueprint Reading

Time: 780 minutes

Description

In this activity, students develop sketches and engineering drawings in preparation for producing design portfolios of the manufacturing products. Exercises include the preparation of sketches, presentation drawings, and working drawings. This activity is designed to introduce students to a variety of drawing techniques and standards used in Engineering Design. Students are shown how to use sketching techniques to communicate product design ideas. The focus is to enhance students’ knowledge and understanding of drawing standards as well as their applications skills in producing the drawings. Students prepare effective engineering drawings including pictorial drawings, detailed working drawings, and assembly drawings that depict the components of a product. Emphasis is placed on reading and interpreting engineering drawings, visualizing three-dimensional objects, sectioning standards, and converting drawing dimensions. These skills are reinforced and applied in subsequent projects in Unit 2. Through group activities in brainstorming product ideas, students are encouraged to reflect Gospel values and responsible attitudes as collaborative contributors to the group and consider how their choices impact positively or negatively on others.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly with sensitivity to others;

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

SPV.04 - communicate project ideas effectively using engineering drawings and reports.

Specific Expectations

TF1.02 - apply the following steps of the design process to solve a variety of manufacturing technology challenges or problems:

- brainstorm a list of as many solutions as possible;

- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

- produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution;

- communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentations, flow charts, mock-ups, models, prototypes, and so on;

SP1.01 - use effective brainstorming techniques to develop the best solution to a manufacturing challenge;

SP1.02 - use appropriate techniques to sketch solutions to scale showing orthographic and isometric views;

SP1.04 - develop an operational plan for drawing procedures and production methods;

SP2.01 - determine and convert drawing dimensions from metric units to imperial units, from imperial units to metric units, and from fractions to decimals so that the information corresponds to the demands of the particular manufacturing product or process;

SP2.06 - read and interpret engineering drawings, visualize three-dimensional objects, sectionalize the drawings, and convert drawing dimensions;

SP4.02 - prepare detailed working drawings and assembly drawings that depict the components of a product or process;

SP4.03 - develop a bill of material that indicates the specifications and quantity of a particular part of a product or process;

SP4.05 - develop effective engineering drawings using a computer-aided drawing program;

SP5.01 - apply mathematics (including algebra, geometry, and trigonometry) to work with integers, to order operations, to work with decimals and fractions, to make percent/decimal/fraction conversions, and to make imperial and metric conversions – all within the context of manufacturing design and production.

Prior Knowledge & Skills

The student should have:

· group work skills;

· skills in cooperative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;

· respect for the rights, responsibilities, and contributions of self and others;

· basic keyboarding skills (CAD drawing development and word processing);

· mathematical skills relevant to drawing accuracy, measurement units, geometric shapes, as well as Cartesian plane used in learning CAD;

· previous activity content regarding familiarity of the wind-powered generators.

Planning Notes

· Be sure that all computers are in working order and that the CAD software is functional.

· Review all activities and prepare all handouts and materials necessary for the delivery of content.

This activity is split into three stages: idea development (sketches), detail working drawings (dimensioned orthographic and assembly sketches), and formalizing the design portfolio with CAD drawings.

· Develop design challenges of a manufactured product or of the Unit 2 products.

· Create and/or gather teaching aids to act as visual aids when introducing orthographic views. A box with hinged sides and lid will help, as a teaching aid, in visualizing orthographic projection.

· A variety of simple objects such as wooden blocks cut in geometric shapes can also help.

· Prepare for use of blackboard/whiteboard or overheads for demonstrating drawing techniques.

· Prepare handout activities for each stage of sketch developments. Graphic communications requires a lot of practice exercises to develop drawing skills, some of which may be completed for homework.

· Teachers can create posters of examples illustrating these techniques and put them up around the room so students always have something to refer to.

· Introduce sketching techniques in progression, starting with simple two-dimensional lines and shapes progressing to three-dimensional representation. Be sure to prepare several practice exercises through each stage of the sketching progression.

· When working on detailed working drawings, select practice exercises that allow a progression of activities for the same drawing parts. Students draw the part, dimension it, and add size tolerances where applicable.

· To allow students to attain understanding of drawing standards, give them blueprint reading exercises. Exercises could be delivered as homework assignments and/or short quizzes.

· Ensure that enough copies of isometric drawing paper and graph paper are available to those students who have difficulties with sketching freehand.

· As a supplemental activity, the teacher may arrange for a guest speaker(s) and a field trip to a local manufacturer or engineering firm.

Teaching/Learning Strategies

The teacher should:

· monitor progress and provide feedback frequently, emphasizing collaborative and cooperative group efforts in light of Gospel values;

· review lesson on group dynamics emphasizing collaborative and cooperative group efforts in light of Gospel values (see Appendix J from the Grade 10 Manufacturing Technology [Catholic] profile);

· review the design process and discuss how engineering graphics plays a role in this process (Appendix G from the Grade 10 Manufacturing Technology profile document);

· discuss engineering terms (define design briefs, brainstorming, thumbnail sketches, design portfolio);

· discuss the drawing types, identifying the difference between presentation drawings and working drawings and discussing where in the design portfolio they belong;

· emphasize the fact that sketches can be developed using any type of drawing techniques from two-dimensional orthographic representation to three-dimensional perspective representation;

· discuss simple sketching techniques for drawing horizontal, vertical, and angled lines without the use of drafting equipment and assign practice exercises;

· using the above techniques, introduce additional principles in drawing shapes (squares, rectangles, and circles) and assign practice exercises;

· demonstrate how these shapes can then be converted to three-dimensional geometry using oblique and isometric representation standards;

· introduce the design challenge (i.e., wakeboard design);

· supply students with criteria, constraints, and instructions for the final activity, accompanied by an evaluation format;

· give students an overview of drawing requirements for the design portfolio package of the product and describe the steps in developing the drawings;

· have students use all the learned techniques to brainstorm ideas for the design of their product.

· discuss standard drawing practices and procedures;

· discuss converting metric units to imperial units, imperial units to metric units, and fractions to decimals so that the information corresponds to the demands of the particular manufacturing product or process;

· assign students practice exercises in unit conversions;

· introduce students to orthographic representation and assign practice exercises;

· discuss proper dimensioning standards for the orthographic drawings and have students dimension previous exercises;

· discuss size tolerancing and have students add tolerances to previous exercises;

· discuss fasteners and weldments and have students determine how their product will be assembled;

· discuss assembly drawings and have students develop assembly and sub-assembly drawings for their product;

· discuss bills of materials and have students add a bill of materials to their assembly drawings;

· introduce CAD and have students convert their dimensioned hand drawings to formal CAD drawings;

· review journal/log writing format and criteria;

· remind students that a well-kept journal of their activities will assist them in goal setting and in developing skills which will help them in the world of work.

Students should:

· listen actively and critically to understand and learn in light of Gospel values;

· identify different types of sketching techniques and drawing types;

· participate in collaborative/cooperative learning through group brainstorming of product ideas;

· identify criteria and constraints and provide creative and innovative solutions to design problems;

· independently, and as a group, sketch a variety of design ideas using appropriate sketching techniques;

· analyse their ideas and select the best design;

· apply their reasoning in solving the design challenge by writing a one-page rationale of how they came about choosing their best design;

· practise sketching and drawing techniques;

· practise reading and interpreting engineering drawings;

· develop an operational plan (checklist) for drawing procedures;

· become familiar with drafting standards, allowing them to develop engineering drawings of their projects;

· prepare detailed working drawings and assembly drawings that depict the components of their design proposal product;

· determine and convert drawing dimensions from metric units to imperial units and show both on the drawings (imperial shown in brackets);

· develop a bill of material on the assembly drawings that indicates the specifications and quantity of the components of the product;

· assemble all drawings in a portfolio package;

· convert the hand-drawn portfolio package to formal CAD drawings, using imperial and metric units;

· assemble all documents in a presentable package to be stored with their AEP files;

· describe their learning experiences in a reflective journal entry. In the entry, students reflect on personal values as they apply to working within a group and on personal aspirations relating to engineering and planning considering their God-given talents and abilities.

Assessment & Evaluation of Student Achievement

Assessment strategies and tools include opportunities for monitoring students’ achievement levels as well as learning skills. They include communication, observation, performance assessment, reflection, conferencing, and tests/quizzes. Assessment tools include marking schemes for the activities, rubric assessments, tests, checklists, and anecdotal comments.

Application

· Students are assessed on their ability to draw a given object using sketching techniques and engineering standards. Teachers check all sketches and detailed working drawings (drawn by hand) using a checklist format (see Appendix I of the Grade 10 Manufacturing Technology [Catholic] profile).

· The completed CAD drawings are evaluated individually or as a package using a rubric. The purpose of this assessment is to judge the student’s ability in applying their communication skills graphically using engineering standards.

Thinking/Inquiry

· Teachers evaluate students’ idea development sketches and the written rationale in selecting their best design. A rubric may be used in the evaluation of this package.

· Upon completion of all drawings, students are assessed on their knowledge and understanding through a written test containing true/false, multiple-choice, and fill-in-the-blank questions and through a practical CAD test in which students convert a hand drawing to a CAD drawing.

Communication

· Reflections: Students will self-assess their experiences through ongoing reflective writing. The log journal entries are evaluated through a rubric evaluation format. (Appendix B of the Grade 10 Manufacturing Technology Profile).

Learning Skills

· Through observation and conferencing, students can be assessed formally or informally. Checklists, anecdotal comments or the Learning Skills rubric (see Appendix 1.2.1) help assess students. The teacher documents the student’s:

· skills pertaining to conflict-management in light of Gospel teachings;

· ability to work effectively as an interdependent team member;

· initiative, leadership, and participation in a group (see Appendix E of the Grade 10 Manufacturing Technology [Catholic] profile);

· student’s work habits/homework (see Appendix 1.4.2 of the Grade 10 Manufacturing Technology [Catholic] profile).

· The Learning Skills rubric can also be used by students as a self-assessment tool.

· Conferencing assessment of the drawing development process can take place on a daily basis. Use scheduled checkpoints where a completion checklist of drawing developments is assessed. Be sure to provide encouragement and praise effort as tasks are completed, building on a positive self-image.

Accommodations

· Allow students a choice in using a preferred technique (e.g., oblique vs. isometric drawing). Although they should be able to identify the different techniques, teachers may allow students to select the one with which they are most comfortable and use it exclusively in subsequent assignments.

· Provide more complicated drawing exercises to those students who have prior knowledge and skills or who demonstrate abilities above the expectations. Other students may need to start with tracing a drawing or transferring drawings using grids. When appropriate, assess the process as opposed to the product (final drawings/sketches).

· Provide hard copies of instructions and drawing process guide that are well spaced, clear, and have readable font and suitable font size. Monitor portfolio development through daily conferencing, reviewing and repeating instructions at each of the drawing stages.

· Assess quality vs. quantity as appropriate. Allow for fewer drawings maintaining quality.

· Use organizers for new vocabulary, step-by-step drawing process, required due dates, and homework.

· If blueprint exercises are given for homework, review the homework with the student to ensure concepts are understood.

· Assist those students having difficulty with unit conversion and measurement skills by providing peer/buddy system and teacher input.

· Provide a glossary of new terms and definitions and diagrams/sketches with labels.

· Pair experienced students with those who are not yet familiar with the techniques. Some students have obtained knowledge of drawing techniques in previous art and/or technology courses.

· Provide isometric grid paper for students having difficulty with freehand sketching of isometric representations.

· Provide completed assignments as examples.

· Have students enhance their design portfolio by adding more difficult drawings (isometric, oblique, or perspective). This can be done freehand or using CAD modelling options.

· If your school uses AutoCAD, challenge students by having them prepare for and write the AutoCAD Level 1 Certification Exam. The preparation will need to be completed independently and may take more than one term. See Websites for details (autodesk.com).

Resources

Publications

French E., C. Svensen, J. Helsel, and B. Urbanick. Mechanical Drawing, CAD-Communications, 12th ed. Peoria, Illinois: Glencoe, McGraw-Hill, 1997. ISBN 0-02-667958-2 (Student Text)

ISBN 0-02-677959-0 (Teacher’s Resource Binder)

ISBN 0-02-667961-2 (Student Workbook)

Marrelli, R. and P. McCuistion. Geometric Tolerancing, A text-Workbook, Second Edition. Glencoe, McGraw Hill, 1997. ISBN 0-02-801882-6

Negus, M. Introduction to Drafting. Toronto: McGraw-Hill Ryerson Ltd., 1983.

Quilan, C. Orthographic Projection Simplified. Toronto: McGraw-Hill Ryerson Ltd., 1996.
ISBN 0-02-677320-1

Ragan, Rosalind. Arttalk, 3rd ed. Glencoe, McGraw Hill. ISBN 0-02-662434-6

Spence, W.P. Drafting Technology and Practice. Peoria, Illinois: Glencoe, 1991. ISBN 0-02-676290-0

Todd R., K. Todd, and D. McCrory. Introduction to Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6 (Student Text)

ISBN 0-538-64466-4 (Teacher’s Resource Guide)

ISBN 0-538-64465-6 (Portfolio & Activities Resource)

Wallach, P. Metric Drafting. California: Collier Macmillan Publishers, 1979.

Websites

Ontario Association of Certified Technicians and Technologists – http://www.oacett.org/
Source for guest speakers.

Association of Professional Engineers – http://www.apegga.com
Source for guest speakers

Autodesk e-learning – http://www.autodesk.com
AutoCAD Certification exam information

Ontario Curriculum Centre – www.curriculum.org
Grade 10 Manufacturing Technology Profile

Catholic Social Teachings, Food for Thought – http://osjspm.org/cst/
Search in Ingredients. Key Themes

Computer Software

CAD software

Word-processing software (e.g., WordPerfect)

Engstrom, D. and L. Hatch. Design Brief Manager Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design & Technology (see Publications).

Video Resources

Visual Design, Elements and Principles. Burnaby, BC: Classroom Videos, Unit C, 9005 Centaurus Circle, V3J 7N4, (604) 420-3066. 20 min.

Human Resources

Guest speakers: local professionals (survey class for parents, friends, and family employed in manufacturing sector)

Special Education/Resource staff

Art/Math/Science teachers

School Chaplain

School, Board, or community computer technician

Other

Board computer policies

Local manufacturing industry

Canadian Professional Engineering Association

Society of Manufacturing Engineers

Activity 1.3: Material Selection

Time: 120 minutes

Description

Students research a variety of available materials. Materials are major resources used by the students to design, build, and evaluate their prototypes. Students decide what materials are suitable and most cost effective for their design. All students must practise environmental conscientiousness. Students respect the materials and keep environmental concerns in mind when dealing with the selection of materials, manufacturing processes to be used, and the removal of waste. This is an opportunity for students to display Christian leadership and integrate their faith with life.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listen actively and critically to understand in the light of gospel values;

CGE2b - read, understand, and use written material effectively;

CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE7i - respect the environment and use resources wisely;

CGE7j - contribute to the common good.

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

TFV.02 - identify the physical and mechanical characteristics of the materials and processes required to produce a product or process;

ICV.01 - explain the environmental impact of using particular materials and processes when making products.

Specific Expectations

TF2.01 - identify the physical, mechanical, thermal, chemical, electrical, magnetic, optical, and acoustical properties of materials;

TF2.02 - describe the following physical properties of materials: appearance, density, and moisture content, porosity, size, surface texture, weight;

TF2.05 - identify the factors that affect material selection;

TF2.07 - describe the advantages of using a variety of materials, such as different species of wood, metals and alloys, plastics, earth materials and composite materials;

SP2.03 - use the most appropriate materials for a particular product by considering the intended use, customer specifications, quality control process, and the environment that the product will be subjected to;

IC1.01 - explain the importance of the proper disposal of waste products.

Prior Knowledge & Skills

The student should have:

· completed the previous activity in developing a design portfolio of a product;

· competence in blueprint reading;

· research skills (Internet and publications);

· interactive and collaborative group skills;

· skills in cooperative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;

· basic skills in word processing;

· respect for the rights, responsibilities, and contributions of self and others.

Planning Notes

· Make sure that the overhead projector is booked for the duration of this activity.

· Provide opportunities for open discussion, encouraging participation from all students on the types of materials to use for their activity and their impact on the environment considering our Christian responsibilities in contributing to the common good of society.

· Check potential websites prior to beginning the activity and re-emphasize the school policies and ethical Internet use.

· Have examples of common items such as a juice box and CD case.

· Have samples of different types of metals (aluminum, copper, stainless steel), plastics, and wood available for student viewing.

· Prepare a diagnostic assessment of prior knowledge regarding materials and tools.

Teaching/Learning Strategies

The teacher should:

· organize a tour through the Manufacturing Technology shop where students identify and locate safety equipment;

· discuss classroom and shop safety expectations;

· make students aware of health and safety and environmental concerns when dealing with certain materials;

· using the overhead projector, review the design process with students and discuss where the material selection takes place in the process;

· discuss how engineers, through the design process, choose the right material for a product;

· have a class discussion on material selection for a common everyday product, considering the impact on the environment;

· display examples of everyday items to the students (juice box and CD case ) and explain the material selection process;

· discuss how the lack of appropriate testing or unethical choices in material selection can lead to disastrous results (e.g., Ford Pinto, Tacoma Narrows Bridge);

· discuss how materials can be combined to create one product such as aluminum cans with plastic liners;

· discuss the role of Design and Materials Engineers (i.e., Metallurgists) and their importance in today’s community;

· discuss ethics involved in choosing materials for the common good in light of Gospel values and the Catholic Social Teachings;

· discuss the importance of choosing the proper and most cost efficient material for the product being built;

· review ethical use of the Internet;

· have students research, through the Internet or publications, materials and procedures used to build famous Canadian structures such as the Sky Dome, Olympic stadium, CN Tower, The Hybernia oil platform;

· have students research materials and procedures used to build famous Canadian technological achievements (e.g., Canada Arm, Avro Arrow);

· research and compare costs of metals (e.g., stainless steel, aluminum, titanium, galvanized sheet metal);

· discuss, as a group, material selection and processing feasibility in the school facilities (e.g., welding aluminum may be difficult and expensive);

· discuss the professional obligation of designers and builders to promote safe, environmentally-friendly products for the development of a just and compassionate society.

Students should:

· listen actively and critically to understand in the light of Gospel values;

· identify the different types of materials used in the manufacturing of a juice box;

· identify the factors that affect material selection;

· describe the advantages of using a variety of materials, such as different types of wood, metals, and alloys, plastics, earth materials, and composite materials, and describe their impact on the environment;

· research examples of technological structures and designs that have failed due to poor material selection and testing (Ford Pinto, Tacoma Narrows Bridge);

· research examples of Canadian structures and designs that have succeeded due to having applied the design process to develop solutions, products, and processes (such as Canada Arm, Avro Arrow);

· gather and record information and establish a plan of procedures;

· discuss the importance of proper waste disposal after testing has been done on the prototype;

· select, using teacher- and self-developed criteria and constraints, the appropriate materials required for the fabrication of their product.

Assessment & Evaluation of Student Achievement

Communication

· Reflections: Students track their experiences and identify strengths and weaknesses. The record can be self-assessed using a rubric evaluation format (Appendix B of the Grade 10 Manufacturing Technology [Catholic] profile)

Thinking/Inquiry

· Students identify, through a written report, the materials necessary to fabricate their product. A rubric can be used to assess their achievement level. The criteria must include consideration for environmental impact.

Accommodations

· Repeat instructions and frequently monitor progress providing feedback through suggestions, comments, or questions about work.

· Shorten the length of the report.

· Allow the finished assignment to be presented orally, written, or in point form.

· Allow extra time for completion.

· Provide a list of topics and suggestions for enrichment and remediation.

· Allow for enrichment by having students interview someone with experience in their career area of interest. Students work independently, developing pertinent questions and scheduling for the interview.

· Involve students in self-assessing their research techniques working with peer/buddy.

· Pair students with varied abilities, interests, and skills.

· Make hard copy of overhead work for students who have difficulty copying from the overhead.

· Use chart format to record information from research. Suggest format of chart to assist student with amount of material necessary.

Resources

Publications

Hutchinson, John and John Karsnitz. Design and Problem Solving in Technology. Glencoe, McGraw-Hill, 1994. ISBN 0-8273-5244-1

Todd, R., K. Todd, and D. McCrory. Introduction to Design and Technology. Thomson Learning Tools, 1996. ISBN 0-538-64465-6 (Student Text)

ISBN 0-538-64466-4 (Teacher’s Resource Guide)

ISBN 0-538-64465-6 (Portfolio & Activities Resource)

Websites

http://www.asm-intl.org

Video

New Steel, Doorway to the Future. CSTEC (Canadian Steel Trade and Employment Congress), Youth Employment Strategy. 10 min.

Heat treating videos from ASM

Computer Software

Word-processing software (e.g., WordPerfect)

New Steel, Doorway to the Future. CSTEC (Canadian Steel Trade and Employment Congress), Youth Employment Strategy. CD accompanied by video and binder resource.

Engstrom, D. and L. Hatch. Design Brief Manager Software. Glencoe, McGraw Hill, 1995. For use with Introduction to Design and Technology (see Publications).

Activity 1.4: Planning Production

Time: 120 minutes

Description

Students explore the two key factors in production engineering, productivity, and cost. Students face situations where they are required to design and build certain items. This requires students to record their progress and achievements, as well as cost, using production flow charts. Students are made aware of the importance of the production flow charts in the designing and manufacturing of everything from day-to-day items such as toasters to high-tech items such as military aircraft. They are also made aware of their Christian responsibilities to take care of the environment and use its resources wisely. Students work primarily in groups and present their ideas clearly and honestly and with sensitivity to others.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listen actively and critically to understand and learn in light of Gospel values;

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly and with sensitively to others;

CGE4b - demonstrate flexibility and adaptability;

CGE4f - apply effective communications, decision-making, problem-solving, time, and resource management skills.

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in manufacturing technology;

SPV.03 - identify and choose the most appropriate power and control systems to develop a product;

ICV.01 - explain the environmental impact of using particular materials and processes when making products.

Specific Expectations

TF1.02 - apply the following steps of the design process to solve a variety of manufacturing technology challenges or problems:

- gather and record information, and establish a plan of procedures;

- brainstorm a list of as many solutions as possible;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;.

SP1.04 - develop an operational plan for drawing procedures and production methods;

SP3.01 - use a number of quality control processes when making products;

SP3.02 - design and use inventory and production control systems;

SP3.03 - use quality control methods (e.g., statistical process control) correctly and monitor the efficiency of the processes using tools such as spreadsheets;

SP4.01 - produce process control charts that clearly outline stages of the production process.

Prior Knowledge & Skills

The student should have:

· completed the previous activity, developing a design portfolio of a product and selecting materials;

· competence in blueprint reading;

· research skills (Internet and publications);

· skills in cooperative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities;

· basic skills in word processing;

· respect for the rights, responsibilities, and contributions of self and others.

Planning Notes

· Make sure that the overhead projector is booked for the duration of this activity.

· Prepare overheads of various types of control systems (hydraulic, pneumatic, and mechanical).

· Prepare samples and overheads of various types of operation process charts such as operation sheets, flow process charts, materials flow chart, and plant layout. Ask local industry for these samples.

· Bring samples of common everyday items that the students may be familiar with (e.g., plastic pencil case, comb, brush, compact disc with case, baseball cap).

· Be sure to have enough graph paper and pencils for students to use for developing flow charts.

Teaching/Learning Strategies

The teacher should:

· review the design process and discuss the role that this activity plays in the process;

· monitor progress and provide feedback frequently, emphasizing collaborative and cooperative group efforts in light of Gospel values;

· show students various types of control systems used in the manufacturing process (hydraulic, pneumatic, mechanical) using the overhead projector;

· use the items brought into class to explain to students how the design process was used in the manufacturing of these items;

· show students various types of operation process charts such as operation sheets, materials flow chart, and plant layout;

· distribute graph paper and pencils for students to use in the development of their process charts;

· have students form three groups: one group develops an operation sheet; one group develops a material flow chart; the final group develops the plant layout for developing assigned product;

· provide opportunity to consider the impact production planners have on the working environment and the welfare of workers in light of Gospel values.

Students should:

· listen actively and critically to understand and learn in light of Gospel values;

· identify various types of power control systems and their applications to develop a product;

· use, effectively, a variety of power and control systems in the development of the production charts;

· form groups to develop the three operation sheets (material flow chart, operation sheet, plant layout);

· demonstrate flexibility and adaptability in a classroom environment;

· apply effective communication, decision-making, problem-solving, time, and resource management skills in a controlled classroom setting;

· produce process control charts that clearly outline stages of the production process;

· design and use inventory and production control systems;

· become aware of the fragile environment we live in and that the finished product must take God’s earth, and the people in it, into consideration before the product can be approved.

Assessment & Evaluation of Student Achievement

Thinking/Inquiry

· Students identify production procedures in a one-page report which includes a rationale for choices made. The report can be assessed through a checklist of proper production procedures and a rubric, which include criteria for appropriate brainstorming and research techniques.

Application

· Students develop material flow charts, operation sheets, and plant layouts identifying time lines for each phase of the product development process. The charts also identify materials and equipment required. A rubric can be developed to assess the chart. A checkpoint system should be used to monitor the progress at each stage.

Communication

· Reflections: Students self-assess their experiences through keeping a record tracking their successes and difficulties. The record can be evaluated through a rubric evaluation format. (See Appendix B of the Grade 10 Manufacturing Technology [Catholic] profile). Considering Activities 1.3 and 1.4 are short activities, students should write one journal entry for both.

Accommodations

· Repeat instructions and provide feedback frequently through suggestions, comments, or questions about work.

· Proofread journals before submission. Mark work for errors in spelling, writing, grammar, and specific terminology, deducting marks only on proofread and final draft pieces, in a respectful way so that the effort remains workable.

· Frequently monitor flow charts and daily work. Review with peer/buddy, if appropriate.

· Allow extra time for completion.

· Allow the finished assignment to be presented orally, written, or in point form;

· Involve student in self-assessing their research techniques working with peer/buddy.

· Pair students with varied abilities, interests and skills.

· Provide examples of process charts and other material.

Resources

Daiber, Robert A. Manufacturing Technology Today and Tomorrow. United States of America: Glencoe/McGraw-Hill Company, 1991. ISBN 0-02-675757-5

Hacker, Michael and Robert Barden. Living with Technology. United States of America: Delmar Publishers Inc., 1993. ISBN 0-8273-4907-6

Hacker, Michael and Robert Barden. Technology in your World. United States of America: Delmar Publishers Inc., 1992. ISBN 0-8273-4425-2

Komacek, Stanley A. Production Technology. United States of America: Delmar Publishers Inc., 1993.
ISBN 0-8273-4837-1

Wright, Thomas R. Technology Systems. United States of America: The Goodheart-Willcox Company, 1992. ISBN 0-87006-896-2

Activity 1.5: Cost Analysis

Time: 60 minutes

Description

In this activity, students gain knowledge and experience in analysing and summarizing their project/product in terms of cost impact. Students explore and understand the concepts of production labour and material costs as they relate to product development. Emphasis is placed on using basic math concepts (area, volume, and time), as well as raw material costs ($ per length, $ per kg), to compute the final project/product cost. Students present their findings through a written and oral report. Students reflect upon their analysis and how the manufacturing of goods affects the common good in relation to Catholic social teachings.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good;

CGE2c - present information and ideas clearly and honestly with sensitivity to others;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills;

CGE4g - examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE5e - respect the rights, responsibilities, and contribution of self and others.

Overall Expectations

SPV.05 - use mathematical and language skills effectively and apply technological systems and scientific principles to construct product that adhere to design specifications and meet quality control standards.

Specific Expectations

SP4.04 - conduct an accurate cost analysis of the final product or process;

SP5.01 - apply mathematics to work with integers to order operations, to work with decimals and fractions, to make percent/decimal/fraction conversions, and to make imperial and metric conversions- all within the context of manufacturing design and production;

SP5.03 - use appropriate language in technical manuals, reports, and presentations.

Prior Knowledge & Skills

The student should have:

· completed the previous activity, developing a design portfolio of a product, selecting product material, and planning the production of the product;

· blueprint reading skills;

· group work skills (cooperative learning techniques from elementary and an understanding of personal responsibilities assigned by group);

· basic math skills (area, volume, measurement, conversions, monetary computation);

· computer skills (use of word-processing software, presentation software, and Internet).

Planning Notes

· In preparation for this activity the teacher will have an understanding of the various roles and activities associated with the costing of a product or process.

· To enable the students to produce an effective and meaningful cost, provide a variety of examples that detail the steps involved in costing a product or process

· Provide a glossary of production costing terms.

· The activity assignment sheet informs students of the requirements of the final product cost report. As a supplemental activity, the teacher may arrange for a guest speaker(s).

· In preparation for this activity, lead round table discussions of Catholic values related to product development and production (e.g., stewardship, human potential, socio-economic responsibilities).

Teaching/Learning Strategies

The teacher should:

· convey cost analysis information through a variety of strategies such as whole group, brainstorming, and jigsaw, while using a guided practice technique followed by opportunity for independent practice;

· review group process (see Appendix J of the Grade 10 Manufacturing [Catholic] profile);

· discuss the manufacturing processes and finished project/product while introducing key terms (e.g., raw materials, direct and indirect labour, time sheets, piece rate, flat rate, budgeting, profit and loss, labour standards and production efficiency, high volume production vs. job shops);

· review and discuss the role of project research and how it affects the final fabrication of a project, its effect on the environment, and society as a whole;

· discuss various search techniques;

· demonstrate potential avenues to follow to enable all groups to obtain information relevant to their project/product cost;

· encourage students to reflect upon their assignment and its relationship to everyday life and how it benefits society;

· encourage students to discuss their projects/products and make a list of activities associated with its cost;

· provide an opportunity for the teams to present their findings to the class and how they reflect on their Christian upbringing.

Students should:

· individually, or in their production teams, assign each team member a task, (e.g., note taker, researcher, typist);

· provide a summary of their project/product, detailing production activity cost, material cost, and how it impacts on the human condition.

Assessment & Evaluation of Student Achievement

Communication and Application

· Each individual or team submits a one-page word-processed summary of their project/product, detailing labour cost, material cost, overall project/product cost, and recommendations for reducing the cost (high volume production vs. low volume production, efficient use of tools, combined activities). A rubric may be used to evaluate the student’s level or team’s of achievement.

Knowledge/Understanding

· Students write a short quiz assessing and understanding of the content.

Learning Skills

· Student’s initiative, Christian leadership, participation in a group, and the ability to discuss the associated Catholic values are assessed orally through student teacher conferencing.

Accommodations

· Provide a sample report to show what is expected as end result.

· Support and encourage those students who have difficulty with math concepts and pair/group to support understanding.

· Allow for variations in communicating written and oral reports.

· Challenge students to present cost analysis through spreadsheets and slide-show presentations.

Resources

Publications

Fogarty, D., J. Blackstone, and T. Hoffman. Production and Inventory Management, 2nd ed. Cincinnati, OH: 1991. ISBN 0-538-07461-2

Schey, John A. Introduction to Manufacturing Processes. McGraw-Hill, 1997. ISBN 0-07-055279-7

Videos

Meridian Education Corporation. Manufacturing Technology Series. Mississauga, ON: McIntyre Media Limited, 1999. 63.8 min.

Computer Software

Spreadsheet software

Word-processing software (e.g., Corel WordPerfect)

Presentation software (e.g., Corel Presentation)

Appendix 1.2.1

Learning Skills Checklist

Criteria	Level 1 Needs Improvement	Level 2 Satisfactory	Level 3 Good	Level 4 Excellent
WORKS INDEPENDENTLY
Self-Direction	- difficulty with instructions - rarely seems to know what to do	- follows instructions occasionally - knows what to do with some assistance	- usually follows instructions - knows what to do with limited assistance and supervision	- always follows instructions - knows what to do with no assistance or supervision - acts as a peer helper on occasion
On Task and Focused	- has difficulty staying on task - has difficulty staying focused - rarely listens in class	- sometimes needs reminders to stay on task - occasionally needs to be reminded to pay attention	- usually on task - usually pays attention and is focused	- uses time effectively by staying on task - always attentive and focused
Time-management Skills	- does not use time well	- occasionally uses time well	- usually manages time well	- always manages time well
TEAMWORK
Cooperation	- rarely works willingly and cooperatively with others - shows difficulty getting along with others	- works willingly and cooperatively with others occasionally - occasionally has difficulty getting along with others	- works willingly and cooperatively with others most of the time - rarely has difficulty getting along with others	- always works willingly and cooperatively with others - gets along with everyone
Contribution	- limited contribution to the group	- some contribution to the group	- contributes to their share of group activities	- is a major contributor to the group
Participation	- limited sharing of ideas	- sometimes shares ideas	- usually shares ideas	- always or most always shares ideas and motivates group
Attitude	- rarely listens to others - shows little respect for ideas	- listens to others some of the time - is rarely courteous and pleasant	- listens to others most of the time - usually courteous and pleasant	- listens to others and encourages active participation through praise - always courteous and pleasant
ORGANIZATION
Class Preparation	- rarely comes to class prepared with required materials and tools	- generally prepared for class with required materials and tools	- prepared for class with required materials and tools	- always prepared for class with required material and tools
Goal Setting	- has no plan or goals in completing a tasks - rarely uses a day planner	- basic plan in completing tasks - sometimes uses a day planner	- follows specific steps in completing tasks - usually uses a day planner	- follows specific steps in completing tasks and plans for unexpected contingencies - always uses a day planner
Information Management	- drawings, sketches, and notes are unorganized, messy and incomplete - computer account folder and file structure not properly organized	- drawings, sketches, and notes are complete but messy and unorganized - folder and file structure developed but not properly used	- most of the drawings, sketches, and notes are organized and complete - most of the folder and file structure is properly in place and used	- drawings, sketches, and notes are organized and complete - all folder structure in place and properly used including folders for other courses
WORK HABITS/HOMEWORK
Productivity	- limited homework completion	- completes more than half of the homework	- completes most homework	- completes all homework on time and with care and effort
	- assignments rarely in on time	- assignments sometimes in late (more than 3 times)	- assignments rarely in late (3 late maximum)	- assignments never late
Quality of Work	- completes work with little effort - rarely follows activity instructions	- completes work with some effort - follows some of the instructions	- shows effort in completing tasks - completes work per instructions	- shows effort and enthusiasm in completing work per instructions while paying attention to detail
Reliability	- poor attendance and punctuality (10 or more lates or absenteeism)	- missed several days of class (more than 3 days) - punctuality is sometimes a problem (more than 3 lates)	- few days absent (less than 5 classes) - punctuality rarely a problem (3 lates maximum)	- rarely misses class - always punctual
INITIATIVE
Challenges	- rarely accepts new challenges and learning situations - always require prompting to begin	- sometimes accepts new challenges and learning situations with some prompting	- accepts new challenges and learning situations with limited prompting	- always accepts new challenges and learning situations with enthusiasm and confidence
Seeking Assistance	- rarely seeks available assistance	- sometimes seeks available assistance	- usually seeks available assistance	- always seeks available assistance

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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